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Canadian Agriculture at a Glance Teacher's Kit > Lesson plans

Lesson: Technology on the farm

View the article (PDF)
Curriculum connections
Notes to teacher
Teaching and learning strategies
Assessment/evaluation strategies
Accommodation and enrichment strategies
Links to other activities
Suggestions for further research


This activity looks at the different ways in which technology is used on the farm.

Curriculum connections


  • demonstrates an understanding of the diversity of agricultural endeavours in Canada
  • identifies the human factors that affect food production.

Family Studies/Home Economics

  • describes new technology and products related to food.


  • describes scientific and technological developments and teaches an appreciation of their impact on individuals, societies and the environment, both locally and globally
  • demonstrates an understanding of how technological endeavours are influenced by human needs and the societal context of the time.

Notes to teacher

This unit, which corresponds to the chapter "The Leading Edge" in the book, can be taught as co-operative group work, focusing on change and its impact on agriculture and our lives as consumers (PDF).

Teaching and learning strategies

  1. In small groups, students brainstorm about the number of ways in which technology improves their daily lives.
  2. Students discuss the ways technology influences their food supply.
  3. Students read article "Technology on the farm" on pages 303 to 310 in Canadian Agriculture at a Glance (PDF).
  4. They make a list of ways in which technology influences agriculture.
  5. Students create a Venn diagram (a diagram using circles to show mathematical sets that intersect where they have elements in common) to show the overlap between the three ways described in the article in which technology influences food supply.
  6. Students make posters to show how technology is used on the farm.
  7. Students add terminology to their glossaries.

Assessment/evaluation strategies

  1. Evaluate Venn diagrams.
  2. Evaluate posters.
  3. Assess glossaries for accuracy and completion.

Accommodation and enrichment strategies  

  1. Some students may require assistance in order to complete written work.
  2. Students with special needs may work with a partner to complete a task.
  3. Templates for note-taking should be provided to students with special needs.
  4. Main ideas and/or new information should be mapped out and organized to meet the needs of all students.
  5. Wherever possible, vocabulary lists should be provided with a discussion of context clues and related vocabulary.
  6. Students with special needs may wish to complete an oral, taped or video presentation rather than a written assignment.
  7. Groups may be predetermined in order to provide for success of all students.

Links to other activities

This activity is linked to:

Suggestions for further research

  • Students can research technology in other industries and compare it to the technology on the farm. How is it similar; how is it different?
  • Students can use 2001 Census of Agriculture data in E-STAT for data analysis, graphing and mapping activities for specific geographic areas of local interest.

Please send comments or examples of how you used this lesson in your class to Learning Resources.

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